Explanatory Factors of Student Perceptions of Online Learning Experience

María Antonieta Elvira-Valdés; Emilse Durán-Aponte; Diana Arias-Gómez; Romy Ure-de-Oliveira

doi:10.24320/redie.2026.28.e03.7024

Authors

María Antonieta Elvira-Valdés Universidad a Distancia de Madrid https://orcid.org/0000-0001-5183-7386
Emilse Durán-Aponte Simón Bolívar University https://orcid.org/0000-0002-6981-1229
Diana Arias-Gómez Simón Bolívar University https://orcid.org/0000-0001-8161-5688
Romy Ure-de-Oliveira Universidad a Distancia de Madrid https://orcid.org/0009-0005-9915-3895

DOI:

https://doi.org/10.24320/redie.2026.28.e03.7024

Keywords:

distance education, perception, learning processes

Abstract

This study aimed to identify factors that influence how students perceive their online learning experience. The sample consisted of 150 university students, with a mean age of 32.48 years. Three instruments were used, which have demonstrated adequate reliability and validity in university populations: The Self-Regulated Learning Scale, the Academic Stress Questionnaire, and the Questionnaire on Perception of Online Learning. Data were analyzed using descriptive statistics, bivariate correlations (Pearson’s product-moment coefficient), and a multiple linear regression model. Results showed that perception of online learning was significantly correlated with age, academic stress, and self-regulation. The model suggested that age and academic self-regulation patterns were significant predictors of perceived online learning experience, while academic stress did not appear to influence this outcome. The study highlights the importance of understanding the factors that shape perceptions of online university education, in order to improve virtual learning by taking into account specific course characteristics and student attributes, such as self-efficacy and technological competencies.

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